Connotation Reconstruction and Development Orientation of Teacher Effectiveness Assessment in the New Era

As one of the three major types of teacher assessment, teacher effectiveness assessment provides a significant guide for improving teachers' teaching ability and promoting their professional development. The research on teacher effectiveness assessment began in the 1920s and has gone through four stages: teacher traits assessment, teacher teaching behavior assessment, teachers exceeding classroom behavior assessment, and teacher effectiveness diversity assessment. Based on the development background and requirements of the new era, the connotation of teacher effectiveness is reinterpreted, which refers to the extent to which teachers effectively promote student development based on their professional level in the school field to achieve expected educational goals. Teacher effectiveness assessment is a process of quantitative description and value judgment of the current status of teacher effectiveness, with characteristics such as goal-oriented, dynamic, and situational. The development orientation of teacher effectiveness assessment in the field of teacher assessment in the new era is manifested as: to promote the collaborative and symbiotic development of teachers and students as the purpose, to comprehensively focus on teachers' teaching and students' learning as the content, to use evidence chain based self-expression assessment as the form, and to provide timely feedback to promote the integration of teaching assessment as the application.